Über die Autorin

ESCHRICH, U., & HENRICH, N. (2020). Experimente-Labore als Orte zur Sensibilisierung für Diversi-tät im Sachunterricht in der Grundschule. In N.

Skorsetz, M. Bonanati, & D. Kucharz (Hrsg.), Di-versität und soziale Ungleichheit. Herausforderun-gen an die Integrationsleistung der Grundschule (Bde. Jahrbuch Grundschulforschung - Band 24, S. S.244-248). Wiesbaden: Springer Fachmedien.

FEILKE, H. (2012). Bildungssprachliche Kompeten-zen - fördern und entwickeln. Praxis Deutsch, 39(233), 4-13.

GADOW, A. (2016).Bildungssprache im naturwissen-schaftlichen Sachunterricht. Beschreiben und Er-klären von Kindern mit deutscher und anderer Familiensprache.Berlin: Erich Schmidt Verlag.

GIBBONS, P. (2015). Scaffolding language. Scaffol-ding learning. Teaching Englisch Language Lear-ners in the Mainstream Classroom (2. Ausg.).

Portsmouth: Heinemann.

GOGOLIN, I., & ROTH, H.-J. (2007). Billinguale Grund-schule. Ein Beitrag zur Förderung der Mehrspra-chigkeit. In T. Anstatt (Hrsg.),Mehrsprachigkeit bei Kindern und Erwachsenen(S. 31-46). Tübin-gen: Attempto Verlag.

HO�VELBRINKS, B. (2014). Bildungssprachliche Komptenz von einsprachig und mehrsprachig auf-wachsenden Kindern. Eine vergleichende Studie in naturwissenschaftlicher Lernumgebung des ers-ten Schuljahres.Weinheim und Basel: Beltz Juve-nta.

JOSTES, B., BEETZ, P., DORN, C., EICHLER, C., HERMA-NOWSKI, L., KRU�GER, S., MAAR, V., VON MILLER, M., SCHROEDER, C. (2019).Bildungssprache und Sprachbildungs im Fach: Handreichungen Lehr-kräftebildung. Potsdam: Universitätsverlag Pots-dam.

LEISEN, J. (2018). Von der Alltagssprache über die Unterrichtssprache zur Fachsprache. Sprachbil-dung im Fachunterricht.Fremdsprache Deutsch, 58, 10-23.

MAYRING, P. (2010). Qualitative Inhaltsanalyse.

Grundlagen und Techniken(11., aktualisierte und überarbeitete Ausg.). Weinheim und Basel: Beltz Verlag.

MERZ, M. (2015). Bildungssprache im naturwisen-schaftlichen Sachunterricht. In A. Wildemann, Sa-rah Fornol, D. Elsner, & A. Wildemann (Hrsg.), Sprachliches und medials Lernen in der Grund-schule. Aachen: Shaker Verlag.

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Today’s globalised world is constituted by a worldwide network, which allows a great num-ber of people to communicate with each other in private or professional contexts irrespective of national borders. This development confronts language learners with an increased number of interlingual communicative situations, in which people speaking different �irst languages need to make themselves understood in the target lan-guage. In this context, English commonly serves as a lingua franca to enable mutual intelligibility.

It is used in interlingual mediation as a means of crossingbordersandfacilitatinginterculturalex-change. In educational settings, the development of standardised mediation tasks(ger. Abiturauf-gabenpool) for �inal exams (ger. Allgemeine Hochschulreife, Abitur)in Germany currently ac-knowledges the relevance of interlingual and in-tercultural communication. In this context, mediation as a subject of foreign language learn-ing in Germany was introduced via top-down ad-ministrative education policies without previous development of didactic and methodological concepts (Kolb, 2016, p. 16; Hallet, 2011, p. 65).

Thus, Kolb states that assessment criteria for me-diation tasks on a national and at regional levels lack central components associated with foreign language mediation and intercultural commu-nicative competence (ICC) (2014, p. 98). Simi-larly, the Abituraufgabenpool mediation tasks, provided by theInstitut für Qualitätsentwicklung

im Bildungswesen (IQB), show strengths as well as numerous weaknesses with regard to princi-ples of mediation task design and assessment formulated in foreign language teaching dis-course (FLT). Following a deductive qualitative approach, this contribution describes to which extent the IQB tasks re�lect conceptualisations of mediation in FLT discourse. In this sense, it can add to implementation research at a national level exploring how teaching methodology dis-course impacts educational innovation.

Mediation is not a new phenomenon in the �ield of foreign language teaching and learning (Kolb, 2016, p. 59; Pfeiffer, 2013, p. 44). Prior to the im-plementation of modern foreign language teach-ing in the German state school system, the interlingual transmission of (literary) texts formed a fundamental part of teaching practice in the 19th century. Back then, the accurate translation of texts with a focus on formal knowl-edge of the language system served as an indica-tor of foreign language pro�iciency. This emphasis on the transmission of texts or text parts in non-contextualised settings based on equivalency eventually enabled the conceptual-isation of translation and mediation as mutually exclusive concepts. However, Königs (2015) sug-gests that differences between the two concepts are rather gradual with mediation and transla-tion representing two points on a continuum.

Michelle Bebbon, 2019

betreut von Prof. Dr. Constanze Juchem-Grundmann und Prof. Dr. Michael Meyer

While translation primarily denotes profes-sional and formal activities with a focus on ade-quacy, foreign language mediation describes a rather non-professional activity with a focus on informal communication (Königs, 2015, p. 39).

Consequently, the concept of mediation includes the transmission of the gist of a text and the ac-curate word-for-word transmission of a text or text parts alike. Hence, mediation refers to the in-terlingual transmission of information from one language to another oriented towards an ad-dressee and a communicative situation or pur-pose.

Mediation competence comprises the interplay of intercultural communicative competence, in-teractional, methodological and strategic, lin-guistic and discourse competence. Additionally, it integrates different skills in both the �irst and foreign or second language. In order to fully re-alise the potential of mediation tasks as a tool of promoting language competences in an integra-tional manner and as a means of preparing stu-dents for interlingual and intercultural real-life communication, FLT discourse formulates vari-ous principles for mediation task design, includ-ing³:

• interlingual transfer,

• a mediating function,

• contextualisation,

• the orientation towards real-life situations and learner-centredness,

• the inclusion of authentic materials,

• the primacy of content over form.

In an analysis of mediation tasks used in 2014 in standardised �inal exams of six German federal states, Kolb (2014, p. 91f.) showed that not all

principles of mediation task design apply. The tasks widely neglect the primacy of content over form and do not fully represent an orientation to-wards real-life situations as they exclude the ver-batim translation of texts. Yet, they emphasise the intercultural character of foreign language mediation and the adequate transmission of texts oriented towards an addressee and deter-mined by a speci�ic mediation situation. Hence, the analysis of the IQB mediation tasks with re-gard to principles of mediation task design in FLT discourse addresses the transfer of theory into practice. It furthermore describes the corre-spondence of foreign language teaching dis-course and educational policy-making.

All seven IQB mediation tasks realise a monodi-rectional written paraphrasing and summaris-ing transfer of information, i.e. the transmission of selected, relevant text passages, from a Ger-man source text to an English continuous text. As a result, the IQB mediation tasks only partially re�lect the concept of mediation as this also in-cludes theinterlingual transmissionof informa-tion from the foreign language to German.

However, mediation tasks at a higher pro�iciency level might also demand the bidirectional trans-fer of information. Furthermore, oral mediation represents a common and frequent everyday ac-tivity, which practises improvised and respon-sive realistic language use in interaction as op-posed to a temporally delayed written interaction. In the sense of task variation and the representation of a comprehensive image of the mediation concept, mediation tasks should also incorporate non-continuous text genres, such as tables, diagrams or pictures. Moreover, media-tion might also comprise the complete verbatim

³ At this point, principles which refer to formal aspects like task formulation or task progression cannot be considered. For information about mediation task formulation and progression, see Kolb (2016).

transfer of contents instead of a summarising transmission of information.

The realisation of a mediating function repre-sents another constituting characteristic of me-diation tasks. Thus, the tasks should map a tri-adic communicative constellation, which requires the mediator to pass on information from one communicator to the other. In this sense, mediation differs from a mere language production insofar as the mediator does not re-alise his or her concerns but a communicator’s intentions. One of the IQB mediation tasks ne-glects this mediating function by suggesting to initiate the information transfer process by the mediator him- or herself without concrete infor-mation needs on the part of the addressees. In fact, the concept of mediation in FLT discourse as well as in theCommon European Framework of Reference for Languages(Council of Europe, 2001) explicitly excludes the transmission of the mediator’s intentions and concerns, formulating that he or she solely acts as an intermediary be-tween interlocutors (Pfeiffer, 2013, p. 48f.).

Therefore, mediation tasks ought to re�lect an ac-tual information need on the side of at least one of the communicators, on whose behalf the me-diating individual transfers information.

This information need arises from a particular communicative situation, which is speci�ied with regard to the principle ofcontextualisation. Con-textualisation imparts distinct pragmatic crite-ria for a successful mediation, that is, details on theroleofthemediator,thesender,theaddressee and the situation in which mediation takes place.

In this context, the task instructions should pro-vide suf�icient information about the addressee (such as age, gender or social background) and his or her information needs in order to enable a change of perspective. This helps the mediator to make choices concerning the reduction, i.e.

summarising simpli�ication, and expansion of in-formation and an appropriate register or target text genre. Here, the orientation towards the ad-dressee(s) determines the adequate choice of a text register; the mediator might choose an in-formal register when, for example, mediating for a friend or a formal register when mediating for a supervisor at work. Generally, the IQB tasks represent mediation in three different commu-nicative contexts, i.e. mediation in of�icial formal contexts for a broad public, mediation in public informal contexts for a school community and mediation in private informal contexts for friends or family. All IQB tasks further re�lect me-diation ful�illing a mainly informative commu-nicative function. They, for example, aim to inform people about the impact of early rising upon school children or the German china fac-tory Kahla and its products. In terms of variation and real-life orientation, mediation tasks might also entail the realisation of expressive or ap-pellative communicative functions, like a tourist brochure or manuals. Yet, the tasks representing mediation in of�icial formal contexts also con-sider mediation in formal settings frequently as-sociated with translation; here, the IQB tasks express a more comprehensive conceptualisa-tion of mediaconceptualisa-tion. In addiconceptualisa-tion, all IQB mediaconceptualisa-tion tasks specify a target text genre, i.e. blog entries, online newspaper articles or emails. However, mediation should also allow for the independent choice of suitable target text genres in the sense of learner autonomy. Blog articles constitute an interactive genre. Thus, the production of a blog entry about the development of the German con-cept ofHeimatmust involve the author’s invita-tion to comment on the entry’s content. In this context, Bittner (2005, p. 54), for example, de-termines the importance of using blog entries with reference to their communicative and inter-actional character instead of reducing them to production-speci�ic text characteristics.

Although all tasks explicitly state a target text genre, they omit explicit information about most of the mediation context variables. At this point, the mediator must deduce information about the sender, the recipient and the communicative purpose connected with the mediation situation.

The more details about the recipient(s) available and known to the mediator, the more precisely he or she can react to the addressee’s individual needs. Systematically differentiating between basic and elevated task instructions is advisable, with the former providing explicit information about most context variables. Eventually, medi-ation activities that aim to transfer informmedi-ation between people of different cultural back-grounds or distinct age groups, i.e. adolescents, adults and elderly people alike, demand the learner to provide additional explanations, for instance, when transferring information about the topic of new media to an elderly person or elaborating on culture-speci�ic topics. Mediation tasks can foster ICC when learners need to ex-plain, for example, the meaning of the concept of Heimat. Here, the signi�icance ofHeimatis exclu-sively linked to German culture and deeply en-trenched in German romanticism as a place linkedtofeelingsofsecurityandwarmth.Thefor-eign language mediator must know that there is no exact semantic English equivalent toHeimat and that the term is not translatable, which, in the �irst place, requires a change of perspective as well as relativising the self.

Accordingly, principles of mediation task design also include theorientation towards real-life sit-uations and learner-centredness. In mediation situations, the selection of materials and topics should be oriented towards students’ interests and should be of particular relevance to them.

While the principle of relevance involves the con-sideration of real-life situations, the principle of learner-centredness supports the realisation of

intrinsic motives, which is likely to generate a higher student motivation. While three IQB me-diation tasks ask the learner to assume the role of an intern, two tasks realise mediation in school contexts. In the role of a German exchange stu-dent, learners ought to contribute culture-spe-ci�ic information about the German concept of Heimatand popular �iction series. With regard to the principle of relevance, there ought to be a focus on communicative situations detached from the school context (ger. entschulte Auf-gaben). In connection with learner-centredness and the orientation towards real-life situations, the inclusion of authentic materialsrepresents another principle of mediation task design. Un-like adapted materials, authentic materials also contain information irrelevant to the ad-dressee’s information needs, which prompts a selection of information. Moreover, authentic materials inherently tend to cover culture-spe-ci�ic topics offering intercultural potential. All IQB tasks utilise authentic source texts in the form of online journalistic articles. In this con-text, texts about, for example, Cologne carnival or the German conceptHeimatrequire the expla-nation of idioms likeLevve un levve losse(‘to live and let live’) or terms, such asfünfte Jahreszeit, Kamelle, Schrebergarten, Nürnberger Bratwurst and Dirndl. However, two out of seven source texts do not contain cultural-speci�ic concepts neglecting the conceptualisation of foreign lan-guage mediation in theBildungsstandardsand in foreign language teaching discourse, which ex-plicitly highlight the intercultural character of mediation (KMK, 2012, p. 18; Kolb, 2016, p. 175).

The prioritisation of authenticity and real-life orientation further impacts mediation assess-mentresultingintheprimacyofcontentoverform and tolerance of mistakes and errors. In accor-dance with the general shift “from correctness to appropriateness and intelligibility”

(Seidl-hofer, 2003, p. 12), grammar and spelling errors are only relevant as far as a distortion of meaning is concerned. Comparable to Kolb’s �indings, which identify that mediation assessment in state-speci�ic documents in Bavaria, Berlin and Hamburg assess form and content with a weight-ing of 4:6 (Kolb, 2011, p. 189; 2014, p. 98), the IQB tasks likewise advise a weighting of 2:3 (40%

and 60%). Following a communicative language teaching (CLT) approach to foreign language learning, mediation assessment should mirror the prioritisation of content over form resulting in the equal weighting of both assessment vari-ables. With the aim to represent real-life commu-nication, the degree of error tolerance ought to be adapted to the respective communicative sit-uation and text genres; i.e. informal communica-tive situations imply a higher degree of error tolerance than of�icial formal contexts.

The main objective of mediation in foreign lan-guage teaching is to confront learners with real-life intercultural and interlingual contexts, in which they use different language competences and various strategies in order to realise speci�ic communicative aims. As diverse and multifacet-ed real-life communicative situations are, mmultifacet-edi- medi-ation tasks should likewise represent a variety of communicative contexts. At this point, the analysis of the IQB mediation tasks reveals a fragmentedrepresentationofthemediationcon- ceptwiththeneglectofbidirectionalandoralme-diation, a focus on the summarising transfer of information as well as a focus on accuracy rather than mutual intelligibility between interlocu-tors. Equally, the tasks lack an all-encompassing real-lifeorientationwithregardtocontextualisa-tion and material selecreal-lifeorientationwithregardtocontextualisa-tion. Mediareal-lifeorientationwithregardtocontextualisa-tion is re-stricted to its informative communicative function and production of online text genres such as blog entries, online newspaper articles or emails. In this context, the inclusion of

differ-ent source text genres and non-continuous text genres support task variation and, for instance, the possibility of verbatim translations.

BITTNER, J. (2005). Homepage Reloaded: Texte und Textsorten in digitalen Medien. Der Deutschunterricht,57(1), 45-56.

COUNCIL OF EUROPE (2001). Common European Framework of Reference for Languages. Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

HALLET, W. (2011). Agenda-setting. Bildungspolitik und nachholende Fremdsprachenforschung. In K.

R. Bausch et al. (Hrsg.),Erforschung des Lehrens und Lernens fremder Sprachen. Forschungsethik, Forschungsmethodik und Politik. Arbeitspapiere der 31. Frühjahrskonferenz zur Erforschung des Fremdsprachenunterrichts (S. 64-72). Tübingen:

Narr.

KOLB, E. (2016). Sprachmittlung. Studien zur Modellierung einer komplexen Kompetenz.

Münster, New York: Waxmann.

KOLB, E. (2014): Sprachmittlung länderspezi�isch oder länderübergreifend prüfen. In C. Fäcke (Hrsg.),Sprachenausbildung - Sprachen bilden aus - Bildung aus Sprachen.Dokumentation zum 25.

Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachen-forschung (DGFF) Augsburg, 25. - 28. September 2013 (S. 91-102). Baltmannsweiler: Schneider Hohengehren.

KOLB, E. (2011). Wie stuft und prüft man Sprachmittlung? Einige Fragen und Antworten aus Forschung und Unterrichtspraxis.Zeitschrift für Fremdsprachenforschung, 22(2), 177–194.

KO�NIGS, F. G. (2015). Sprachen lernen – Sprachen mitteln: Warum das eine nicht ohne das andere geht. In M. Nied Curcio, P. Katelhön, & I. Bašič

(Hrsg.),Sprachmittlung – Mediation – Mediazione linguistica. Ein deutsch-italienischer Dialog(S. 29-41). Berlin: Frank & Timme.

Literatur

PFEIFFER, A. (2013). Was ist eine sinnvolle Sprachmittlungsaufgabe? Ein Instrument zur Evaluation und Erstellung von Aufgaben für den Fremdsprachenunterricht. In D. Reimann & A.

Rössler (Hrsg.), Sprachmittlung im Fremdsprachenunterricht(S. 44-64). Tübingen:

Narr Francke Attempto.

SEIDLHOFER, B. (2003). A concept of international English and related issues: From “real English” to

“realistic English”. Strasbourg: Language Policy Division, Council of Europe.

SEKRETARIAT DER STA�NDIGEN KONFERENZ DER KULTUSMINISTER DER LA�NDER IN DER BUNDESREPUBLIK DEUTSCHLAND (KMK) (2012). Bildungsstandards für die fortgeführte Fremdsprache (Englisch/Französisch) für die Allgemeine Hochschulreife. https://

w w w . k m k . o r g / � i l e a d m i n / D a t e i e n / v e r o e f f e n t l i c h u n g e n _ b e s c h l u e s s e / 2012/2012_10_18-Bildungsstandards-Fortgef-FS-Abi.pdf.

Michelle Bebbon studierte von 2013 bis 2019 die Fächer Germanistik und Anglistik für das Lehramt an Gymnasien an der Universität Koblenz-Landau, Cam-pus Koblenz. Seit Oktober 2019 arbeitet und promo-viert sie im Arbeitsbereich Bildungssystem- und Schulentwicklungsforschung der Universität Ko-blenz-Landau.

Kontakt:mbebbon@uni-koblenz.de

In many countries, bilingual education or Con-tent and Language Integrated Learning (CLIL) ranks among the most successful and promising approaches to teaching and learning and is ap-plied to a variation of school forms and subjects (Diehr, 2016). In general, CLIL is �irst and fore-most characterised by the use of an additional languagefortheteachingandlearningofboththe content of a certain non-language subject and the language (Coyle, 2010, p. 1). As for the German concept ofbilingual education, thereisa stronger orientation towards developing competences in the content of the non-language subject (KMK, 2013, p. 3). Furthermore, in addition to the tra-ditional combination of one of the gesellschaftswissenschaftlichen Fächer as the content-subject and French as the language-sub-ject, CLIL has become open to the naturwis-senschaftlichen Fächer as well as the English language. Moreover, it is usually installed as a course of mainstream education at different kinds of schools, mostly the “Gymnasium”, in which a certain selection of subjects, usually one or two, is taught in a foreign language (Verriere, 2014, p. 11).

Although many aspects of the approach might seem to be agreed upon, the functions of the lan-guages that are used in CLIL are a highly contro-versial topic (Frisch, 2016, p. 85). In fact, the Kultusministerkonferenz demands the usage of

both the school language (L1) and the additional language (L2), and thereby calls for a genuinely bilingual education. However, present studies in-dicate that in Germany, bilingual education or CLIL is predominantly if not completely realised in the L2 (Diehr, 2016, p. 57). Thus, several re-searchers such as Diehr pledge for a conscious application of both the L1 and the L2 (2016, p.

57). It is, for example, argued that only this un-derstanding of CLIL can reach all of the three main aims of the teaching approach. These in-clude not only the increase of students’ foreign language competence but also the acquisition of subject-speci�ic competence in both the L2 and the L1 as well as the development of intercultural competences through learning from different perspectives, i.e., the different cultures associat-edwiththetwolanguagesinvolved(Frisch,2016, p. 86).

Nevertheless, even though Diehr (2012, p. 24) ir-revocably argues for a broad but deliberate im-plementation of the school language, she acknowledges that different interpretations of CLIL attributing different functions to the L1 can still be pro�itable depending on the context and weighting of its major aims. As a result, she gen-erates a typology of three distinct categories of bilingual education. Type A understands the L2 as the medium of teaching and learning. Hence, only this language is used for the elaboration of Ann-Katrin Biehl, 2019

betreut von Prof. Dr. Constanze Juchem-Grundmann und Felicitas Fein

An Investigation of the Conceptual Awareness of Future CLIL Teachers

the content of the non-language subject, and the employment of the L1 is not viewed as expedient in any kind (Diehr, 2012). In contrast, while Type B still acknowledges the L2 as the leading lan-guage in teaching and learning, the use of the L1 isallowedtoacertainextent.Thislanguage,how-ever, is only employed in the case students face problems regarding comprehension or expres-sion (Diehr, 2012, p. 25). Type C, lastly, exceeds Type B since it considers the L1 and the L2 as equal and complementary elements of bilingual education. While the L2 may prevail quantita-tively, the L1 is consciously employed to contrib-ute to students’ learning progress rather than to compensate for de�iciencies in their foreign lan-guage competence (Diehr, 2012, p. 26). As it has already been hinted at, Diehr (2012) explicitly suggests this last type as a model for installed versions of CLIL in German bilingual mainstream education.

As such a genuinely bilingually conducted form of CLIL (Type C) sounds highly promising in the-ory but still needs to be empirically proved, Diehr furthersuggeststheso-calledIntegratedDynam-ic Model (IDM) of the bilingual learner’s mind as a basis for any further investigation regarding this issue. The new model “consider[s] the acqui-sition of language as well as conceptual learning at the same time” (Diehr, 2016, p. 57). It assumes that the complexity of the bilingual lexicon which is constructed in a CLIL context results from the fact that in CLIL learners acquire subject-speci�ic concepts through the L2 for which they quite of-ten have no or no appropriate mental represen-tation in the L1 yet (Diehr, 2016, p. 66). One signi�icant aspect the IDM acknowledges here is that different degrees of equivalence exist be-tweentheL1andtheL2regardingtheseconcepts described by certain subject-speci�ic terms. Ac-cording to Diehr (2018, p. 156), this observation further justi�ies the use of both languages to

reach the objectives of CLIL. In fact, besides fully equivalent concepts, non-equivalent concepts and lexical gaps, the so-called partially equiva-lent concepts are particularly interesting to con-sider for the problem at hand.

As an example, the German term‘Wissenschaft’

and the English term ‘science’ do not name the exact same concepts. Although both concepts share many meaning components, “native speak-ers of German and native speakspeak-ers of English do activate different categories with the words”

since they include different disciplines (Diehr, 2018, p. 156). As a result, a German native speaker might refer to the concept ‘Literaturwis-senschaften’using the term ‘science’ rather than

‘literary studies’. In a conversation with an Eng-lish native speaker, this can easily result in mis-understandings as the term ‘science’ can unintentionally signal an upcoming discussion about, for example, mathematics or biology (Diehr, 2018). Moreover, in relation to a topic in bilingual education in social studies or politics, forinstance,theGermanterm ‘Wahl’andtheEng-lish term ‘election’ do not stand for fully equiva-lentconcepts.Here,ithastobetakenintoaccount that while they do share speci�ic meaning com-ponents, the concepts are still embedded in dif-ferent electoral systems, and, thus, differ in some respect (Diehr, 2016, p. 265). As a result, this kind of equivalence between subject-speci�ic con-cepts poses a risk to CLIL learners since, when-ever partially equivalent concepts are erroneously taken for fully equivalent ones, cer-tain aspects are ignored which can lead to mis-understandings (Lindemann & Diehr, 2016, p.

267).

As a result, partially equivalent concepts cannot straightforwardly be transferred into another language and context because of their histori-cally and socially developed meaning

compo-nents in their cultural frame of reference, i.e. the country they developed in (Lindemann & Diehr, 2016, p. 264). What directly follows from this is, measured by the aims of CLIL established above, the great potential of this kind of conceptual equivalence in bilingual education. As Linde-mann and Diehr (2016, p. 267) argue, the re-markable worth of bilingual education is created exactly by these partial conceptual equivalences since they constitute culture-speci�ic perspec-tives in the form of linguistic structures. How-ever, this potential for the non-language subject can only be reached fully if learners are explicitly made aware of these divergent concepts, and this involves employing both the school as well as the additional language in a contrastive way (Linde-mann & Diehr, 2016, p. 265). This requires that teachers identify partial conceptual equiva-lences before they can implement them in actual CLIL classes. Consequently, the question arises in how far future CLIL teachers who have not come across the IDM and partial conceptual equivalence through-out their training are aware of and able to explain partially equivalent concepts of terms speci�ic to their respective CLIL subjects.

Therefore, the research at hand bases the inves-tigation on students who have just �inished their CLIL training as well as students who have only recently started it. Thereby, it further allows to estimate where a CLIL teacher training that ac-knowledges the usefulness of a combination of the L1 and the L2 has to set in. Moreover, the par-ticipants study English as the L2 in CLIL, and both gesellschaftswissenschaftliche and naturwis-senschaftliche Fächer as non-language subjects are looked at in order to further �ind out whether future teachers of different subjects show differ-ences in recognising partially equivalent con-cepts. More precisely, the sample is composed of twelve students of the University of Koblenz who

volunteered as respondents. These are divided into two groups of six students who have recently completed the so-called CLIL-Certi�icate and six students who are currently completing it. Fur-thermore, these two main groups are divided be-tween respondents who study a subject within the Gesellschaftswissenschaften and the Natur-wissenschaften.

The participants are presented with a question-naire consisting of two parts. The �irst part en-quires their non-language subject as well as the length of time they have spent in an English-speaking country. These two questions help to estimate the respondents’ exact area of expertise as well as the extent to which they have been ex-posed to an English-speaking culture. The third item asks the participants to classify their under-standing of bilingual teaching and the roles of the languages involved according to the typology suggested by Diehr illustrated above. The oper-ationalisation of this typology follows Wolff and Sudhoff (2015, p. 21). This self-classi�ication into Type A, B or C seems to be important in order to

�ind out whether the attitude towards the func-tions of the L1 and the L2 correlates with differ-ent degrees of awareness of partial conceptual equivalence.

The second part of the questionnaire follows the example of a research study conducted by Linde-mann and Diehr (2016, p. 269) that started to in-vestigate the in�luence a stay abroad has on the conceptual awareness of English-students. In or-der to gain insights into the participants’ individ-ual awareness regarding partially equivalent concepts, they are presented with two subject-speci�ic terms in English and asked to explain the German concept of each term in German and the English concept of each term in English. In doing so, they are requested to refer to both technical as well as everyday aspects of the concepts. The

Im Dokument Junges Forschen der Universität in Koblenz (Seite 37-76)